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014 183 668 7 # 



Suggestions for Teaching 



HOMEMAKING 



IN THE 



Grades and High School 



Compiled by 

Helen C. Goodspeed 

Supervisor of Home Economics 

State Department of Public Instruction 



Issued by 

C. P. Gary 

State Superintendent 



Madison, Wisconsin 
1920 







N:;25 



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•3RARY OF CONGRtSS 



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OUR AIMS IN THE TEACHING OF HOME- 
MAKING 



The chief aim in the teaching of Homemaking, as in all edu- 
cation, is training for active and worthy membership in the 
home and community. 

Subsidiary aims — 

1. Training in power to see and solve problems arising in the 
home and community. 

2. Training in appreciation of the various phases of Home- 
making and in development of judgment in regard to the rela- 
tive values involved. 

3. Sufficient training in skills to develop thorough apprecia- 
tion and understanding to the end that these skills may be per- 
fected, when desired, in the home environment. 



THE DEPARTMENT OF HOMEMAKING 



(For requirements for special state aid, see page 8) 

The Teacher 

The success of the Homemaking department in any public 
school depends largely upon the training and practical home 
experience of the teacher. The minimum training recommended 
is four years beyond high school. An average of two years out 
of the four should be devoted to general education. The teacher 
of Homemaking should be well-equipped to teach elementary 
science and physiology, due to the fact that in the smaller high 
schools it is often necessary to require the Homemaking teacher 
to teach one or more academic subjects. Practical home experi- 
ence in managing a home, in daily food preparation, and in the 
processes involved in the mending and making of garments are 
of no less importance than the four years of study beyond high 
school. The successful teacher of Homemaking realizes that her 
success depends upon continued practice in the art of home- 
making under normal home conditions. Therefore it is recom- 
mended that the teacher of Homemaking live in a house or an 
apartment and keep house during this period of service in the 
schools. 

In What Years Shall Homemaking Sntjects he Offered? 

There is a tendency in some of the smaller high schools to 
extend the work in clothing into the lower grades Avithout in- 
creasing the teaching force. Every teacher of Homemaking 
needs at least one and preferably two vacant periods a day for 
the planning of the work for the following day and for the nec- 
essary marketing and accounts. If she remains during the noon 
hour to supervise the school lunch, a vacant period should be 
granted to offset this extra work. 

In those high schools in which only one teacher is hired, the 
best results will be obtained by limiting the work to the seventh. 



Q THE DEPAHTMEXT OF HOME'MAKING 

eighth, ninth, and tenth years. It is quite generally conceded 
that the work offered in the seventh and eighth grades is of the 
utmost importance. Girls at this period take a wholesome inter- 
est in every phase of homemaking. The motivation is provided 
with little or no effort on the part of the teacher. We should 
make the most of this readiness or ''mind set" on the part of 
the pupils. Then, too, many pupils leave school at the end of 
the seventh and eighth grades. To this group, whose school days 
are practically over, we owe the best we can offer in the way of 
training for homemaking. Therefore we recommend for these 
grades a minimwm of a double period of ninety minutes twice 
a week, or in junior high schools five sixty-minute periods per 
week. If the school provides an adequate number of trained 
Homemaking teachers, the work in Food or Clothing closely 
correlated with personal hygiene may well be started in the fifth 
year. Food or Clothing work or a semester of each may be suc- 
cessfully handled in the sixth grade. 

An application of child psychologj^ to this subject leads us to 
believe that Food work rather than Clothing work is adapted 
to the lower elementary grades. In younger children the coor- 
dination of the smaller muscles is incomplete. Hence it is be- 
lieved that close work of any kind and fine hand work produce 
undue nervous strain. The practical work involved in the study 
of Food calls into play the larger muscles, while the practical 
work involved in serving processes calls into play the use of the 
smaller muscles. 

Division of Time 

It is recommended that a complete course in Homemaking be 
given each year in the seventh and eighth grades, and that one 
entire semester be devoted to clothing and related subjects and 
one semester to food and rjelaled subjects. In this way a unit 
of Homemaking may be given in each year and even those pu- 
pils leaving at the close of the seventh year will have some vision 
of what Homemaking means. 

According to State Aid requirements for high schools a period 
of at least 70 minutes daily must be devoted to this work. Here 
it is possible to divide the work of the ninth and tenth years 
into two days per week of Food and related subjects, two days of 
Clothing and related subjects, and one day, which may be de- 
voted to the discussion of Household ^Management and Textile 



THE DEPARTMENT OF HOMEMAKING 7 

and Clothing problems. This discussion day also gives an ex- 
cellent opportunity for a summary of the work accomplished 
during the week and further discussion of problems raised in 
the laboratory periods. This arrangement is particularly ad- 
visable for the tenth year class if a school lunch is served during 
the months of December, January, and February. If a school 
lunch is not served the work may be divided by semesters, — a 
semester of Food and related subjects, and a semester of Cloth- 
ing- and related subjects. In any case, both Food and Clothing 
and other fundamental Homemaking subjects should be in- 
cluded in the courses offered in the ninth and tenth years. 

Many high schools devote more than two years to work in 
Homemaking. When this is possible and practicable, subjects 
can be offered that form but a part of the work in a two-year 
course. For example, while the subjects of textiles, nutrition, 
household management, house decoration and furnishing, and 
baby care are touched on in the two-year course, not enough 
time can be given to them to give the pupils more than an intel- 
ligent interest in these subjects. In a three or four year course, 
projects involving more advanced work may be undertaken. Nu- 
trition and child care, the remodeling of clothing, the renovat- 
ing and refurnishing of rooms, and experience in a practice cot- 
tage present interesting subjects for upper grade projects. 

The courses offered in the high school must be fully and fairly 
equivalent in amount of work required and accomplished, to that 
done in other high school courses. This is necessary because the 
same amount of credit is offered for each course pursued in the 
high school. 

The following schedule suggests the minimum time allotment, 
which will give satisfactory results. 

H0MEMAKIN1G IN THE ELEMENTARY SCHOOL 



Subject 


School Year 


Time per Week 


Food work (preferred) or clothing prob- 
lems and hygiene 


5th grade 


2 periods of 45 min. 


Clothing or food 


6th grade 


2 periods of 45 min. 


Homemaking 


7th grade 


2 periods of 90 min. 


Homemaking 


8th grade 


2 periods of 90 min. 









THE DEPARTMEiNT OF HOME'MAKING 



HOMEMAKING IN THE HIGH SCHOOL 



Subject 



Homemaklngr. 



Homemaklnsr. 



Advanced dressmaking, home fur- 
nishing', nutrition and child care... . 



School Year 



9th grade 

10th grade . . . . 

nth and 12th 
g-rades 



Time per Week 



J 4 periods— 90 min. 

( 1 period —45 min. 

J 4 periods— 90 min. 

j 1 period —45 min. 

J 4 periods— 90 min. 

I 1 period —45 min. 



Credit 



\ 1 



STATE AID 

To secure state aid for work in Homemaking in the grades 
and high school, but few arbitrary requirements are made. 

1. The course of study in the high school must be equivalent 
to the course of study prescribed for free high schools. 

2. The special course must be approved by the state superin- 
tendent. 

3. The special department must be a part of the public school 
system; that is, it must be under the direction of the board of 
education. 

4. The teacher of any of these special subjects must have a 
license covering the special work. 

5. The scope and character of the work must be such as to 
meet the approval of the state superintendent. 

6. The work must be maintained for a period of not less than 
six months during the school year for w^hich aid is granted. 

7. A report must be made by the clerk of each school board 
maintaining such department or departments to the state super- 
intendent in such form as may be required, on or before July 
first of each year, setting forth fact as stated in the law. 

8. All teachers of such special subjects must receive a salary 
of at least $75 per month. Eeports received in the spring of 
1920 indicate a typical salary of $1,250. This applies to grades 
as well as to high schools. 

9. High school courses in manual arts and homemaking must 
provide for at least two years of work in each of these subjects, 
and daily programs must provide an amount of time equivalent 
to at least 70 minutes daily for two years for each class. 

10. At least eighty minutes weekly must be given to the work 



THE DEPARTMENT OP HOMEIMAKING 9 

in the seventh and eighth grades. Two eighty-minute periods 
are strongly recommended. 

11. A fnll homemaking unit including cooking, sewing, and 
housekeeping should be offered in both the seventh and eighth 
grades. 

Size of Classes: 

Food preparation classes should not exceed twenty pupils and 
clothing classes should not exceed twenty-four pupils. 

Equipment: Location of rooms 

The locating of the ^omemaking department in the basement 
w^as in the beginning a makeshift, which later, developed into a 
habit. The present day tendency is "Out of the Basement." 
This department, the aims of which are to inculcate ideals in re- 
gard to sanitation and upkeep, home furnishing, and homemak- 
ing, should be located on one of the upper floors in the build- 
ing, — preferably the top floor, as the odors from cooking rise. 
It is desirable that the Homemaking department be so attrac- 
tively and conveniently located that it may become a social cen- 
ter for all school activities. A large, light, well-furnished sew- 
ing room may be readily converted into an attractive social room 
for community affairs as well as for school festivities. It may 
be used daily as a school dining room, during the months in 
which the "hot dish" is served. 

In order that the kitchen and sewing room may serve this so- 
cial purpose, it is advisable to provide connecting rooms. 

Number of Rooms: 

In small towns the department of Homemaking will be most 
satisfactory if both a kitchen and sewing room are provided with 
storage space for each room. In addition to this, a room is rec- 
ommended which the teacher of Homemaking may use in co- 
operation with the school nurse. In towns large enough to de- 
mand a special teacher or matron to take charge of the school 
lunch, a Cafeteria Kitchen and dining room are recommended, 
also a living room which may be used as a rest room or club 
room. Cities of this size should provide ample laboratory 
space, probably two sewing rooms and two kitchens with ade- 
quate storage space. A dining room accommodating a sufficient 
number of tables to give practice work in serving to a class of 



20 THE DEPARTMENT OP HOMEMAKING 

twenty, should be provided. An office for the head of the de- 
partment is recommended. 

Size of Rooms: 

Minimum size of sewing room for twenty-four pupils— 22' x 

34' — recommended 22' x 36^ 

Minimum size of kitchen for twenty pupils — 22' x 34' — rec- 
ommended 22' X 36'. 

The Dining Room 

The small dining room, commonly termed a ''model dining 
room," is becoming less and less popular because it contributes 
very little to our broader social plans for this department. It 
is inadequate for class work, in that only a small part of the 
class can serve a meal at any one time. It is of little value in 
serving the school lunch and by the same reasoning of no use 
for school festivities and community affairs. Therefore, it might 
be said that it is a poor investment, in that it is enjoyed by so 
few people and by them only occasionally. In schools provided 
with a small dining room the teacher should make a careful 
study of ways and means of calling this room into constant use. 

In lieu of the model dining room, in schools large enough to 
demand a third room, we recommend a good-sized dining room 
attractively furnished with tables to seat from forty to fifty 
people. These tables might be made by the manual training 
classes and painted in neutral tones according to the suggestions 
made by the art department or the House Furnishing class. 
The room where the pupils gather for their lunch at noon and 
for the refreshments accompanying school entertainments of 
various sorts should be above all things attractive and harmoni- 
ous. The morale of the noon hour and the atmosphere attend- 
ing the school festivities depend to a large degree on the envi- 
ronment provided. 

The Arrangement of Desks in the Kitchen 

The demand for home conditions and large quantity cooking 
has given rise to several practical suggestions for the arrange- 
ment of the school kitchen. In certain localities the unit kitchen 
plan has been installed. This consists of a group of small kitch- 
ens, each of which is completely equipped like a home kitchen. 
For a class of twenty, five kitchens would be required. These 



THE DEPARTMENT OF HOMEIMAKING 11 

may be planned as separate rooms opening on a common corri- 
dor or one large room may be divided into five small unit kitch- 
ens by the proper grouping of equipment. This plan also re- 
quires a classroom for discussion, unless the sewing room may 
be used for that purpose. 

Based on this general idea is the ''group of four" plan. In 
this scheme the sinks are placed in the middle of the room two 
or four back to back. Then five tables accommodating four girls 
each are so placed as to make each table convenient to a sink. 
A range may be provided for each table and conveniently lo- 
cated against a side wall. According to this plan a variety of 
fuels may be installed. Several schools in this state provide 
three fuels, — coal or wood stove, oil, and electricity. Many 
schools provide gas and coal or wood. The addition of oil stoves 
would increase the educational value of this equipment. A 
scheme of rotation of the groups of four will give the pupils 
experience with the different kinds of fuels. This plan approxi- 
mates a home kitchen by providing each group of four girls with 
a working table, a convenient sink, and a stove. 

EQUIPMENT FOR KITCHEN ARRANGED ON GROUP OF 
FOUR PLAN. FOR TWENTY PUPILS. 

FOR KITCHEN AS A WHOLE 



5 


tables, each accommodating four 




( 1 commercial 




pupils 




canning outfit -J 1 lard kettle 


1 


teacher's desk 






( 1 boiler and rack 


5 


stoves — gas, coal, 


electricity or 


2 


ice cream freezers (2 qt.) 




oil — located near 


the tables 


2 


frying kettles (3 qt.) 


2 


or 4 sinks — 3 ft. long — 18 inches 


2 


large kettles (4 qt.) 




wide. 30" from bottom of sink 


1 


large double boiler (4 qt.) 




to floor 




2 


meat grinders 


1 


sink strainer for each sink 


1 


flour sifter 


1 


ice chest 




1 


bread box 


20 


chairs 




1 


waffle iron 


1 


wheeled cart (to be used as sup- 


1 


fireless cooker 




ply table) 




1 


clock 


1 


spring balance 




1 


fire blanket 


1 


garbage pail 




1 


bulletin board 






CLEANING EQUIPMENT 


2 


brooms 




2 


large wash boards 


2 


soft floor brushes 




2 


small wash boards 


2 


long-handled dust 


pans 


1 


scrubbing brush 


1 


mop 




4 


floor cloths 


1 


mop pail 




1/2 


doz. dusters 


2 


wash tubs — stationary tubs pre- 


1 


bolt linen toweling 




ferred 




4 


doz dish cloths 



12 



THE DEPARTMENT OF HOMEMAKING 



EQUIPMENT FOR EACH TABLE— ACCOMMODATING FOUR PUPILS 



1 tea kettle 1 

1 towel rack 1 

2 pastry boards 1 
2 magic covers 4 
1 flour can 1 
1 sugar can 1 
1 salt jar 1 

1 set spice jars 4 

2 soap dishes 4 
2 soap shakers 4 
2 vegetable brushes 2 
2 scrubbing brushes 4 
2 salt shakers 4 
2 pepper shakers 2 
1 coffee pot (to serve four) 4 
1 tea pot (to serve four) 2 

1 2-qt. double boiler 2 

2 frying pans — 9" 2 

1 casserole 

2 1-qt. double boilers 
4 sauce pans — 1 qt. with covers 
2 sauce pans — 2 qt. with covers 
4 mixing bowls — 2 qt. 
1 vegetable basket 

1 colander 

2 trays 
1 grater 
1 skimmer 
1 toaster 
1 cork screw 
1 cake cooler 
4 cake tins — 8" square 

1 set layer cake tins 

2 baking sheets 



baking dish — 1 qt. 

strainer 

can opener 

rolling pins 

lemon squeezer 

potato masher 

wooden spoon 

asbestos mats 

measuring cups 

tablespoons 

sets measuring spoons 

spatulas 

pie pans — 9%" 

deep pie plates 

bread tins 8" long 

biscuit cutters 

doughnut cutters 

muffin pans (6 each) 
4 large plates 
2 wire egg beaters 
2 dover egg beaters 
4 custard cups 
1 bread knife 

1 butcher knife 
4 case knives 
4 knives, nickel silver 
4 forks, nickel silver 
8 teaspoons, nickel silver 
4 steel forks 
4 paring knives 

2 rinsing" pans 
2 dish pans 
1 dish rack 



2 doz. dinner plates 

2 doz. salad plates 

2 doz. cups and saucers 



SERVING DISHES 

2 doz. sherbet glasses 

2 doz. water glasses 

2 doz. bread and butter plates 



Conveniences which should not be overlooked 



SEWING ROOM 



1. Storage closet 5. 

2. Closet or case for hanging dresses 

on hangers 

3. Electric iron and ironing board 

4. Lockers for students' work 



Stationary wash bowl with bub- 
bler attachment 

6. Blackboard 

7. Bulletin board 



KITCHEN 



1. Blackboard 

2. Bulletin board 

3. Bubbler attachment on sink 

4. Pantry or storeroom with 
closed shelves 



5. One oven for every four girls 8. Broom closet 



6. Two laundry tubs — ^^space is econ- 

omized by using the "space- 
saver sink" which fits over 
en- the tub. 

7. Refrigerator or window box 



THE DEjPARTMENT OF HOMEl]VfA.CKING 13 

Socializing the work of this department 

Several influences have conspired to retard the development 
of a social consciousness in our departments of Homemaking. 
Some reasons for this are : the isolation created by locating many- 
departments in the basement, the implied separation of this de- 
partment from other departments in the high school by desig- 
nating the teacher a special teacher and the course a special 
course, and a general lack of understanding on the part of the 
faculty and public of the departments' aims and ideals. 

Some suggestions for socializing the department 

1. Locate the department on one of the upper floors. Pro- 
vide large, light, attractive rooms, so located that they may be 
used together for social purposes. Encourage all school organi- 
zations, including the Parents' and Teachers' association, to use 
these rooms. If a living room is provided for this department, 
let it be a meeting place for school clubs and committees. In lieu 
of the bedroom which, according to the ' ' model apartment ' ' plan, 
used to be considered a necessary adjunct of this department, 
furnish a first aid room well equipped with a hospital bed, first 
aid cabinet, scales, and a desk for the school nurse. This room 
will serve as a good laboratory in which the Homemaking teacher 
may teach the care of the bedroom and with the aid of the 
school nurse give a short course in First Aid. 

2. The Homemaking teacher needs to attend all faculty meet- 
ings and to work in close co-operation with the academic teach- 
ers on all matters that relate to school policies and administra- 
tion. This should make for better correlation of work. If the 
academic teachers are putting on demonstration lessons to illus- 
trate socialized work in the classroom, the Homemaking teacher 
should be expected to contribute to the series. No other sub- 
ject lends itself more readily to the influences of socialized meth- 
ods. 

3. This department is well equipped to take charge of the 
general assembly hour at regular intervals throughout the year. 
The Homemaking classes have a fund of live material for dem- 
onstrations, four-minute talks, and dramatizations of subjects 
of interest to every boy and girl. 

4. Good-sized bulletin boards provided for both the sewing 
room and kitchen will help to foster the bulletin board habit, 
and by so doing strengthen the correlation between this subject 



14 



THE DEPARTMEINT OF HOMBMAKING 




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THlE DEiPARTIMENT of HOMElMAKING 15 

and other high school subjects. A definite allotment of space 
on the bulletin board in the main corridor gives this department 
a means of acquainting the rest of the school with the aims and 
ideals of the department, and a chance to influence the clothing 
and food habits of the entire school body. 

5. It is recommended that frequent exhibits be given during 
the year. If the pupils know that garments are to be exhibited 
as soon as finished, the work in sewing will be more strongly 
motivated. This eliminates the difficulty experienced by teach- 
ers in collecting the garments for the annual exhibit. Frequent 
exhibits will bring the parents into the school more often. 

6. This department has much to contribute to the meetings 
of the Parents and Teachers' Association and the Woman's 
Club. 

7. Suggestions 1-6 for socializing the department will be of 
little or no value unless the teacher has a vision of the social 
relationships involved in the teaching of Homemaking. It is 
believed today that these relationships can be emphasized and 
utilized by reorganizing our formal outline of subject matter on 
the basis of projects. The project has been defined as a "whole- 
hearted purposeful act. ' ' The main reason for introducing the 
project idea into our educational scheme is that we may furnish 
purpose and motive for all kinds of education, and answer con- 
cretely the characteristic high school query ''What good is this 
going to do me?" The projects for each year of the w^ork must 
not only be carefully selected according to the needs and inter- 
ests of the pupils but so as to include in their scope the range 
of subject matter which is best adapted to a given group. Dur- 
ing the year 1919-1920, a Wisconsin teacher organized her 
Household Management work on the project basis. Two of the 
projects selected were ''To rearrange our kitchen in order to 
make it more comfortable and convenient and more like a home 
kitchen"; and "To convert our sewing room on demand into 
an attractive school dining room." 

This basis of organization is commonly referred to as the 
Problem-Project basis. Each project gives rise to many prob- 
lems. The project "How can we convert our sewing room on 
demand into an attractive school dining room" suggests the fol- 
lowing problems. These problems indicate a unit of work for 
a day or for several da.js according to the scope of the prob- 
lem. The fact that the walls in this particular sewing room 



16 THE DEIPART-MBNT OiP HOMBMAKING 

needed to be redecorated, helped to emphasize the interior dec- 
oration phase of this project. 

Problem 1. Is there any relation between the right school at- 
mosphere during the noon hour and an attractive, comfortable 
school lunch room! 

Problem 2. The board of education has appropriated $100 for 
this purpose. What expenditures are absolutely necessary? A 
tentative budget was outlined. 

Problem 3. Is the wall treatment in this room harmonious? 
What treatment is desirable for serving the double purpose of 
sewing room and dining room? 

Color scheme and wall treatment decided upon. 

Problem 4. How shall we soften the lines of the windows and 
at the same time introduce a little life and color ? Cretonne se- 
lected and made into curtains for the windows. 

Problem 5. If the sewing tables are to be used as dining ta- 
bles, we shall need to make covers which will serve for protec- 
tion as well as furnish added attraction. Class made runners 
and oil cloth doilies. 

Problem 6. Our budget permits us to buy one good picture 
for this room. What kind of a picture is appropriate? Class 
studied pictures, selected, and bought one. 

SUGGESTED OUTLINE 

For Grades 5-10 

The projects here outlined are merely suggestive and planned to 
show a gradual increase in difficulty from year to year. In many 
cases the teacher will be able to formulate projects that are better 
adapted to local situations. It may seem advisable under certain 
conditions to select the projects herein suggested for one year and 
give them in another year. 

FIFTH YEAR— CLOTHING (Recommended for both boys and girls) 

The problems and methods used in the beginning work in clothing 
should be selected with the greatest care. The way in which this 
work is handled has a marked influence on the pupils' attitude toward 
homemaking subjects. In this year a keen interest should be stimu- 
lated in clothing problems and sewing processes. 

Important points to consider in planning the work: 

1. Each lesson should include a short discujssion with the pupils 
of their own clothing problems; care and repair; appropriate dress 
for different occasions; clothing in relation to health, and personal 

hygiene. i, *• 

2. The selection of sewing problems should be such that the arti- 
cles will be useful, completed in comparatively short time, adapted 



THE DElPARTMEI^T OP HO:VIE)MAKING I7 

to coarse materials, and coarse thread and needles, thus eliminating 
close, fine work of a tedious nature. A few simple stitches should be 
taught and frequently repeated in different problems. 

3. The pupils should be encouraged to recognize their responsi- 
bilities as members of the community, and as members of families. 

PROJECT I. To make a school mending box. 

Boys and girls may plan and make a box which will serve the pur- 
pose of a mending box for the entire class. Equipping the box with 
the necessary articles required for simple mending processes will 
furnish interesting problems. The box will be a great convenience 
on mending days. Introduce mending days frequently. Teach the 
sewing on of buttons, hooks and eyes, and mending rips and tears 
on garments brought from home. 

Problems dealing with the daily care of clothing will arise. Teach 
the laundering of girls' hair ribbons and boys' neck ties; the use 
of the clothes brush; dress, skirt, and trouser hangers, and shoe 
trees. 

PROJECT II. To make holiday gifts. 
Permit a choice of problems: 

(a) Animals cut out of cloth, embroidered and stuffed. 

(b) Dressing wooden dolls made in the Manual Arts depart- 

ment 

(c) Runners or dresser scarfs using coarse hemstitching, cross- 

stitch, featherstitch, or patchwork 
Stencilled runners or curtains 

(d) Knife, fork or spoon cases made of outing flannel 

(e) Cotton string ties for boys 

PROJECT III. To plan a camping outfit for a boy or girl Scout. 
Choice of problems: 

(a) Planning and making a haversack 

(b) Planning and making a case for toilet articles 

(c) Bag for cooking utensils 

(d) Khaki bag which may be stuffed with small boughsi and 

used as a pillow 

(e) Marking dish cloths and wash cloths for identification 

(f) Hemming and marking unbleached buck and Turkish 

toweling 



SIXTH YEAR— CLOTHING 

PROJECT I. To make a cooking outfit which will be appropriate 
for the home kitchen as well as the school kitchen 
Problems : 

(a) Holder 

(b) Hand towel 

(c) Dutch cap 

(d) Coverall apron with pockets and belt 

Since these articles are essentially machine problems, machine 
stitching should be introduced at this time. 

PROJECT II. To make useful articles for the Associated Charities 
and the school nurse. 
Problems : 

(a) Pieced quilt for a child's bed 

(b) Sheets and pillow slips for a child's bed 

(c) Dressing dolls 



18 



THE DEPARTMENT OF HOMEfMAKING 




THE DEPARTMENT OF HOMEMAKING 19 

SEVENTH YEAR— FOOD and related subjects 

The work given in the seventh and eighth grades should form a 
complete Homemaking unit. The subject matter presented and the 
practical work offered should be taught by means of solving real prob- 
lems which face the pupils as members of the home and community. 

The mending lessons might well be termed "mending days," Let 
it be known that on a certain day every three or four weeks the 
members of the class are invited to bring their mending. Have the 
class equip a goodsized school mending basket for general use. 



PROJECT I. A Saturday morning project. To find out the best and 
quickest ways of doing those things on Saturday morn- 
ing which are our share in the business of homemaking. 
Problems! , 

(a) What shall we have for breakfast on Saturday morning? 

(b) What is the relation between the health of the faniily and 

a sanitary sink, refrigerator, and garbage pail? 
What care shall we give these things on Saturday morning? 

(c) What baking can be done on Saturday morning which will 

make the meals easier to get during the week? 

(d) What special care shall we give the bedrooms when we 

change the beds on Saturday morning? 

(e) It pays to buy some foods in quantities. What marketing 

can be done on Saturday morning? 

(f) What desserts suitable for Sunday dinner can be made on 

Saturday morning? 

(g) How can I relieve mother in caring for the baby? 



SEVENTH GRADE— CLOTHING and related subjects 

The daily laboratory work should be supplemented by practical dis- 
cussions on personal hygiene, appropriate dress, the care and upkeep of 
clothing, the allowance, the identification of materials. 

PROJECT I. In the kimona, the Japanese have utilized very simple 
construction processes. What garments can we make 
that are based on the same principles of construction? 

PROJECT II, Father says I am old enough now to have an allowance 
for all small expenses for each month. How shall I plan 
my expenditures to get the greatest amount of satisfac- 
tion and yet have some left for savings? 
Problems : 

(a) Why should a girl or boy have an allowance? 

(b) How does father provide against careless spending in his 

business? 

(c) How necessary to good business and good government is 

the budget system? 

PROJECT III. How can I help to renovate and replenish my ward- 
robe for the winter so as to be the least financial burden 
to my parents? 
Problems: 

(a) What have I on hand that can be used, and what new gar- 

ments shall I need? 

(b) How can my last fall's coat be treated to improve its ap- 

pearance? My hat? My serge dress? 



20 THE DEPARTMENT OiP HOMEIMAKING 

PROJECT IV. Helping the Associated Charities by making useful 
articles. 
Problems : 

(a) Why is it better to co-operate with the Associated Charities 

than to give promiscuously? 

(b) How can we finance the purchasing of niaterials? 

EIGHTH YEAR— FOOD and related subjects 

.The Food work given in this year should emphasize the preparation 
of simple and wholesome meals, teaching the preparation of the foods 
used daily in the community. The elements of nutrition involved in 
planning these meals, in selecting foods at a cafeteria, and in caring 
for an infant should be stressed. 
» 

PROJECT I, To ascertain whether or not the girls in this class are 
eating the right kind of food, and to plan and prepare 
wholesome meals for eighth grade girls. 
Problems: 

(a) Weighing and measuring the members of the class and 

starting a weight chart. 

(b) What shall we put into our lunch baskets? 

(c) What should we eat for breakfast, lunch, dinner? 

PROJECT II. To plan a food budget for a camping trip next summer 
for twelve girls. 
Problems: 

(a) What is the economic value of a budget? The social value? 

(b) Discuss the relation between high cost and high food value. 

(c) What foods shall we take on our trip and how are they pre- 

pared? 

PROJECT III. To raise the money to buy a life size doll and to make 
use of it in the lessons on infant care. 
Problems : 

(a) How much money shall we need and how shall we raise it? 

(b) Bathing the baby 

(c) Feeding the baby 

(d) Handling the baby. What is meant by over-stimulation? 

(e) Laundering the baby's clothing 



EIGHTH YEAR— CLOTHING and related subjects 

The work offered in this year should round out the work of the 
seventh year, dealing with the fundamental phases of every girl's cloth- 
ing problem. Those girls who leave school at the end of this year 
should have a grasp of the common sewing and mending processes and 
a wholesome point of view in regard to expenditure of time and money 
on clothing. 

PROJECT I. Making a set of underwear. 
Problems : 

(a) What has personal hygiene to do with success in school, 

business, and in social affairs? 

(b) What proportion of your wardrobe is cotton? Why? 

(c) What is the Consumer's League? How does it benefit you? 

How can you help the League? 



THE DEPARTMENT OP HOMEIMAKING 21 

PROJECT II. To make a simple house or school dress. 
Problems : 

(a) What style is appropriate for me? 

(b) Can I sketch roughly a design that is suited to me? 

(c) How much will my clothing allowance permit me to spend 

on a dress? 

PROJECT III. To make a layette. 
Problems: 

(a) What is the minimum cost of a satisfactory layette? 

(b) Does it pay to put much handwork and embroidery on 

clothing for the infant? 

(c) For what garments must we use wool? Why? ■ 

(d) For what garments may we use inexpensive materials? 

NINTH YEAR— POOD and related subjects 

The work given in the ninth and tenth years should constitute a 
complete Homemaking unit. Specialization in any single phase of the 
work may come in the eleventh and twelfth years. 

Mending days should occur not less frequently than once a month. 

PROJECT I. To organize a system by which the members of the 
class may take charge of the marketing and account- 
ing for all class work. 
Problems: 

(a) What is the value of a budget to the housewife? 

(b) Shall we order our supplies over the telephone*^ 

(c) How shall we select vegetables, meat, fish, etc.? 

PROJECT II. To determine the minimum amount that is needed per 
day in this town to feed a family of four consisting 
of father, mother, a boy of 12, and a girl of 14 
Problems: 

(a) Luncheon series 

fb) -Breakfast series 

(c) Dinner series 

PROJECT III. Fighting influenza with proper food and sanitation. 
Problems: 

(a) What simple rules of sanitation would you emphasize in 

fighting influenza? 

(b) How valuable is boiling water in fighting disease? 

fc) What is sterilization? Pasteurization? 

(d) How shall we feed the patient with a heavy cold? If 

fever develops? 



NINTH YEAR— CLOTHING and related subjects 

"The drafting in this course should not be given with an idea that 
each girl should make a perfect pattern but merely that she may gain 
a general understanding of pattern construction which will enable her 
to use patterns more intelligently, and increase her ability to judge 
good lines in commercial patterns. The lessons should be developed 
by the use of a dress form and not from a set of directions." Baldt. 



22 



THE DBPARTiMENT OE HOMEIMAKlNCi 



PROJECT I, To design and make an appropriate garment to wear 
under thin waists. 
Problems : 

(a) For what occasions are waists made of sheer material 

such as georgette and organdie appropriate? 

(b) What material will your clothing budget permit you to 

buy for this undergarment? 

PROJECT II. To make wash skirts that we would be proud to ex- 
hibit in a local store window. 

PROJECT III. To make a middy blouse or smock that will look well 
with our wash skirts. 

PROJECT IV. To make a layette given a minimum amount of money. 



NINTH YEAR— HOUSEHOLD MANAGEMENT 

This work should be closely correlated with the Food and Clothing 
courses. 

PROJECT I. To make our school kitchen as convenient as a well- 
arranged home kitchen. 

PROJECT II. To procure all the necessary conveniences for efficient 
laundry work. 

PROJECT III. To make provision for converting our sewing-room into 
an attractive school lunch room. 



TENTH YEAR— FOOD and related subjects 

There should be a marked differentiation between the projects 
selected for the ninth and tenth years. The tenth year pupils should 
be able to recognize at once the advanced nature and increased scope 
of the work. 

PROJECT I. To make jellies, pickles, and preserves for school and 
home use and to prepare for an exhibit. 
Problems: 

(a) What fruits and vegetables can we afford to can this year? 

(b) What fruits make the best jellies? Why? 

(c) What is the best way to make a jelly bag? 

(d) Let's plan an unusual exhibit that will interest both par- 

ents and students. 



PROJECT II. To make a two weeks' study of the best way to put on 
a successful school lunch in this school and to put our 
plans into practice during the months of December, 
January and February. 
Problems : 

(a) Why is there a nation-wide interest in the hot dish served 

at the school during the noon hour? 

(b) How may a hot dish served at noon by the Homemaking 

department help to fight malnutrition? 



THE DEPARTMENT OP HOMEMAKING 23 

(c) What principles of elementary dietetics can we teach to all 
the pupils in the school by means of the hot lunch? 

NOTE: After two weeks of intensive study of the best way to serve a school lunch, 
including such topics as the preparation of food in large quantities, the estimating of 
costs, marketing and the psychology of getting and keeping trade, the teacher will 
take up the next project with the majority of the class The school lunch, then, is 
managed by committees consisting of from two to four girls from this class. Permit 
each committee to take charge of the lunch for one week excusing them from the 
regular class work. Permit them to handle the money, to plan, market, and to pre- 
pare and serve the lunch with as little supervision as possible. In this way each mem- 
ber of the class should get some practical experience in the various activities involved, 

PROJECT III. To organize a Catering Club, the aim of which will be 
to prepare refreshments for school social functions. 
Problems: 

(a) What refreshments are appropriate for school festivities? 

How are they prepared and served? 

(b) How shall we divide the class into groups, so that all the 

members of the class will have an opportunity to do 
some of this work? 

Note: Follow plan for school lunch project, using at least a week 
for an extensive study of how to cater for school functions. 

PROJECT IV. To make a study of child feeding, and to organize and 
teach nutrition classes in the lower grades by means 
of talks and demonstrations. 
Problems: 

(a) What can we teach the children in the grades in regard to 

good food habits? 

(b) Let's make our own charts and posters for illustrative pur- 

poses. 

PROJECT V. To organize and give a series of demonstrations on food 
preparation before the members of the class, the Par- 
ents and Teachers' association and Woman's club. 
Problems: 

(a) Some lessons in food preparation are excellently adapted for 

demonstration purposes. How can we divide the class 
so that everyone will belong to a "demonstration team?" 

(b) We may need to buy some up-to-date utensils for these 
' demonstrations. How can we earn the necessary money? 

(c) In order t>iat we r'-ay be informed on the nutrition and 

food study involved in these demonstrations, we may 
need some new reference books. How are we going to 
get them? 



TENTH YEAR— CLOTHING and related subjects 

PROJECT I. To determine my share of the family clothing budget and 
to plan my wardrobe accordingly. 

Problems: 

(a) Let's make a typical list of the articles of clothing needed 

by a girl in the twelfth year of school. Then we may 
use this list to check up what clothing we have on hand 
and what must be purchased. 

(b) By drawing on the combined wardrobes of the class mem- 

bers, a complete and appropriate outfit for a twelfth year 
girl may be assembled. Let's assemble this outfit and 
have a style show during the clothing class period. 



'ji THE DBPARTtMENT OiP HOMBMAKING 

PROJECT II. To make a dainty waist to wear with a suit. 
Problems : 

(a) What kind of waists are suitable for occasions when we do 

not wish to wear the strictly tailored blouse? Can we 
make some original designs? 

(b) How many blouses will my clothing budget allow? 

PROJECT III. To make a wool skirt for school wear, using old or 
new material. 
Problems: 

(a) Is it true that skirts and gowns which seem to be of the 

simplest designs often come from the best shops and 
cost the most money? Explain. What is good line? 

(b) What is the relation between good line and good material? 

How can we recognize good woolen materials? 

(c) An old suit or dress may be better material than we can 

afford to buy now. Why? 

PROJECT IV. To make a lingerie dress. 
Problems: 

(a) What considerations should guide us in selecting designs 

and materials for our summer dresses? 

(b) How are these materials manufactured? How can we recog- 

nize good quality? 

(c) What kind of undergarments are appropriate to be worn 

with these sheer dresses? Shoes? Hats? 

PROJECT V. To renovate last year's hat. 
Problems: 

(a) If we wish to practice good economy in hats, what shapes 
should we select? How can a good sailor be made to 
wear two or three seasons? 

PROJECT VI. To organize demonstrations on practical clothing prob- 
lems to be given before the members of the class, the 
parent-teachers' association, and the woman's club. 
Problems: 

(a) How to wash and tint a georgette or crepe de chine blouse. 

(b) How to clean and sponge a wool dress., 

(c) Smocking. 

(d) How to alter a waist pattern. 



TENTH YEAR— HOUSEHOLD MANAGEMENT 

PROJECT I. To redecorate the teachers' rest room or any other room 
in the building that needs it. 

PROJECT II To study labor-saving devices and to raise money to 
procure the one that is most needed in our department. 

PROJECT III. To study pictures and rehang, if necessary, the pictures 
in the assembly room and corridors of the building. 

PROJECT IV. To organize within the class a School Decorating Club, 
the aim of which will be to decorate for school festivi- 
ties. 

NOTE: Detailed outlines of work for all years except the seventh will be sent on 
request. The detailed outline for the seventh year is included in this bulletin. 



THE DEPARTMENT OF HOMEMAKIN 



G 



25 




26 THE DEPARTMENT OF HOMElMAKING 



OUTLINE FOR SEVENTH GRADE CLOTHING AND FOOD 
USING THE SUGGESTED PROJECTS 

This outline will serve as a guide to the teacher in planning her 
course on the Prohlem-Project basis. 

Success in Problem-Project teaching depends to a great extent on the 
development of initiative and self-confidence in the pupil. Encourage 
the students daily to take part freely in some discussion bearing on 
the problem at hand. Have informal demonstrations by the pupils; 
i. e. "Mary says she has done smocking at home. Mary, will you show 
the class your method of doing smocking?" 

After the method of fitting a garment has been demonstrated by the 
teacher, have the pupils fit one another. 

Interest the pupils in bringing cuts and clippings for the bulletin 
board, in reading newspapers and magazines, and in introducing topics 
for discussion which reach out into other fields, thus enlarging their 
view of the clothing problem. 



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